Education Week - May 31, 2017 - 28

COMMENTARY

Yes, Schools Have an Equity Problem.
What Should We Do About It?
By Danielle Gonzales
& Ross Wiener

W

hat is educational
equity, whereby
all students have
equal access to
opportunities for
a high-quality
education? What
does it look like
when it's successful, and what does it take to
achieve it? These questions have been driving
our work at the Aspen Institute's Education
& Society Program for the past several years,
and even more so for the last 18 months, as
the result of a shift in the federal role in public
education and concerns from the state leaders
with whom we work.
For most of the last half-century, the role of
the federal government has been to protect
"the education of disadvantaged children," as
articulated in the original Elementary and
Secondary Education Act of 1965. The bipartisan passage of the Every Student Succeeds
Act, in 2015, maintains several components of
earlier versions of the ESEA, but it also gives
more flexibility and responsibility to state
leaders to define accountability and determine
the interventions and supports for underperforming schools.
Just as our federal education laws have
changed and evolved, so too have our nation's
demographics. It is significant that the federal
role is downsized just as economic inequality is
at its highest and mobility from poverty is at
its lowest since the ESEA was enacted.
In 1960, 85.7 percent of public school students were white. Today, according to estimates from the National Center for Education Statistics, the majority of public school
students are students of color. More than half
of public school students also qualify for subsidized meals because of low family income. In
2014, 20 percent of school-age children were in
families living in poverty, and children of color
are more than twice as likely as their white
counterparts to be poor. By any objective measure, inside and outside schools, public education has not served these students adequately
or equitably.
These challenges have an effect on students'
academics. The 2015 average reading scores
of black and Latino U.S. students on the Program for International Student Assessment
fall below the U.S. average and are comparable
with some developing countries. And in 2013,
students from high-income families were eight
times more likely to have a bachelor's degree
by age 24 than their peers from low-income
families, according to a 2015 report from the
Pell Institute for the Study of Opportunity in
Higher Education.
Much has changed even since the passage of
ESSA. The last year brought not only a new
president and a new U.S. secretary of education, but also a documented increase in racial

| MORE ON EQUITY INSIDE |

20 TWO-PARTY
SUPPORT

tension and hate crimes, several high-profile
police shootings, and a number of state legislative bodies that have or are considering "bathroom bills" affecting transgender individuals'
ability to use the bathroom that matches their
identity.
And the stubborn persistence of disparities in
student opportunities and outcomes remains.

chapter, with profound implications for equity and broader implications for our country
and society. They will redefine state education
policy, as federal rules become less prescriptive
and federal political cover shrinks.
Defining a clear state role in educational equity is not a small task. To do this, we must
get past talking about and around equity and

"

Michael Gibbs for Education Week

As our federal education laws have changed and evolved,
so too have our nation's demographics."

What would true education equity look like?
One thing is certain: State leaders would need
to play a key role. Even before ESSA was enacted, states had primary authority for education as enshrined in each state's constitution.
As the federal role recedes, this generation of
state education leaders will write a crucial

THE COLLECTIVE
APPROACH

28 | EDUCATION WEEK | May 31, 2017 | www.edweek.org/go/commentary

21 MONEY DOESN'T
ENSURE EQUITY

address it directly. This is among the first recommendations in our recent report, "Leading
for Equity," which was published in partnership with the Council of Chief State School
Officers, or CCSSO, in February. To develop
this report, which identifies 10 priority areas
and 68 discrete actions state leaders can take

EMPOWERING
FAMILIES

A FAIR FUNDING
FORMULA

to address inequity, we interviewed dozens of
education leaders at the school, community,
district, state, and national levels, who represent broad demographic and political diversity.
We asked school leaders to define and describe equity and inequity in their own terms.
There was no one answer. Equity is weighted
student-funding formulas: students having the
social capital to have someone review their college applications; and students having school
access to recreational facilities and health care.
Equity is having people of color represented in
political office and in the leadership of education reform organizations.
Inequity, education leaders told us, is reflected in the presence of inexperienced or ineffective teachers or a revolving door of substitutes in the classrooms of low-income students
and students of color. Inequity is kids of color
not having access to rigorous, relevant, and
culturally sustaining curricula or advanced
courses. We heard about dangerous schools
and dilapidated facilities, computers, books,
and gym equipment. Many described a patent unfairness inside our public institutions
which they defined as immoral, demeaning of
our democratic values, and ultimately undermining of our shared economic prosperity and
growth.
There was also disagreement. We heard
from some leaders who thought a focus on students of color and low-income students was
detrimental to the universal mission of public education. We heard support for charters,
choice, and vouchers; and we heard concern
that those policies can drain resources from
traditional public schools.
And then we asked for ideas about how to
upend inequity. To facilitate these discussions,
we used a common definition of equity, used
by the National Equity Project: "Educational
equity means that each child receives what he
or she needs to develop to his or her full academic and social potential." We agree: Equity
is about giving every student what they need,
not giving every student the same.
In thinking about this work, it is also important to acknowledge that our schools and
administrative offices are full of committed
and hard-working leaders giving it everything
they've got. We need them to continue that. We
also need to support them.
We are excited to have been a part of these
conversations so far and look forward to continuing the dialogue, so that together we can
make sure that every student truly succeeds
in education and in life. We hope to encourage
a larger conversation-one that includes more
voices. It's true that ESSA provides opportunities for us to try new approaches to getting
equity right, but it is not enough. We all must
do more. n
DANIELLE GONZALES is the assistant director for policy
at the Washington-based Aspen Institute's Education &
Society Program. ROSS WIENER is the institute's vice
president and the executive director of its Education &
Society Program.

22 MADE FOR

GREATNESS

CONFRONTING A
CHANGING POPULATION

LETTERS TO
THE EDITOR


http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - May 31, 2017

Education Week - May 31, 2017
Where Career Plans Start Early
States Struggle to Define ‘Ineffective Teachers’
Trump Priorities on Full Display In K-12 Budget
For Schools, Rating Students’ Character Is a Tricky Prospect
News in Brief
Report Roundup
Charter Win Brings Big Shift to L.A. Unified
Reading and the Mind : An Author Q&A
Letters to Districts Prompt Worries About E-Rate’s Future
States’ Spec. Ed. Work Offers a Jump on ESSA’s Demands
Amid Fiscal Crisis, Puerto Rico Shuts Down Scores of Schools
Budget Plan Spares Some Ed. Research Efforts, Cuts Others
Trump Budget Draws Ire, Tepid Support From School Choice Worl
Darienne Driver: A Collective-Impact Approach to Equity
Steve Canavero:Two-Party Support Gives School Funding Wider Reach
Peggy Lehner: Money Doesn’t Ensure Equity
Veronica Palmer: Empowering Families to Lead
Pedro A. Rivera: A Fair Formula for Funding
John Schoenig: Our Children Are Made for Greatness
Tammy Wawro: Confronting the Realities of a Changing Population
Letters
TopSchoolJobs Recruitment Marketplace
Danielle Gonzales & Ross Wiener: Yes, Schools Have an Equity Problem. What Should We Do About It?
Education Week - May 31, 2017 - For Schools, Rating Students’ Character Is a Tricky Prospect
Education Week - May 31, 2017 - 2
Education Week - May 31, 2017 - 3
Education Week - May 31, 2017 - News in Brief
Education Week - May 31, 2017 - Report Roundup
Education Week - May 31, 2017 - Charter Win Brings Big Shift to L.A. Unified
Education Week - May 31, 2017 - Reading and the Mind : An Author Q&A
Education Week - May 31, 2017 - Letters to Districts Prompt Worries About E-Rate’s Future
Education Week - May 31, 2017 - 9
Education Week - May 31, 2017 - 10
Education Week - May 31, 2017 - 11
Education Week - May 31, 2017 - 12
Education Week - May 31, 2017 - Amid Fiscal Crisis, Puerto Rico Shuts Down Scores of Schools
Education Week - May 31, 2017 - 14
Education Week - May 31, 2017 - 15
Education Week - May 31, 2017 - 16
Education Week - May 31, 2017 - 17
Education Week - May 31, 2017 - Trump Budget Draws Ire, Tepid Support From School Choice Worl
Education Week - May 31, 2017 - 19
Education Week - May 31, 2017 - Steve Canavero:Two-Party Support Gives School Funding Wider Reach
Education Week - May 31, 2017 - Pedro A. Rivera: A Fair Formula for Funding
Education Week - May 31, 2017 - Letters
Education Week - May 31, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - May 31, 2017 - 24
Education Week - May 31, 2017 - 25
Education Week - May 31, 2017 - 26
Education Week - May 31, 2017 - 27
Education Week - May 31, 2017 - Danielle Gonzales & Ross Wiener: Yes, Schools Have an Equity Problem. What Should We Do About It?
Education Week - May 31, 2017 - CW1
Education Week - May 31, 2017 - CW2
Education Week - May 31, 2017 - CW3
Education Week - May 31, 2017 - CW4
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